Seda November 2016
31
Flying not flapping on a new campus: from blank canvas to reality Professor Alejandro Armellini University of Northampton [email protected] @alejandroa Brighton, 4 November 2016
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Transcript of Seda November 2016
Flying not flapping on a new campus: from blank canvas to
reality
Professor Alejandro ArmelliniUniversity of Northampton
[email protected]@alejandroa
Brighton, 4 November 2016
A new campus…Your three-minute task:
1. Why you would build one2. What is the one feature this campus would have and what would
that feature enable you to do that you can’t do now
Why build a new campus (1)?
Why build a new campus (2)?
Adapted from Clarke, 1998
The new campus: Waterside• 24/7 learning commons• Effective and flexible use of space• Smaller footprint than the combination of both current campuses• In the centre of the town• Personalisation: no lecture theatres• No staff offices• Active blended learning as the new normal
September 2016
The redesign continuum for ‘Waterside readiness’• Active blended learning as our new normal• Large-scale redesign
Arts, S
cienc
e and
Tec
hnolo
gy
Busine
ss an
d Law
Educa
tion a
nd H
uman
ities
Health
and S
ociet
y0%
10%20%30%40%50%60%70%80% 70%
58%70%
48%
% of Waterside ready modules as a percentage of the total number of modules per Faculty
How do we bring colleagues with us?
Evidence
Support
Agency
EvidenceCC
BY
3.0,
http
s://
en.w
ikip
edia
.org
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dex.
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curid
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4355
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Support• Needs-driven, HEA-accredited CPD scheme• Not dependent on a PGCert• Leading to professional recognition• Designed for capacity building • Prominent role of peer observation• Embedded in the PDR process• Interacts with QA & QE• CAIeRO (Carpe Diem) as key component• Fully engages professional services as providers
and beneficiaries• Extraordinary team of Learning Designers &
Learning TechnologistsCC A
lan
Hodg
son
http:
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Agency
Evidence
Support
Agency
How can academic staff development underpin a move to a new learning and teaching environment?
Research• Evidence
Practice• Support &
Agency
Evaluation• Impact
assessment
Policy• Ongoing
review
How can academic staff development underpin a move to a new learning and teaching environment?
Research
Practice
Impact assessment
Policy
Challenges (1): pedagogic
• Views on teaching• The PSRB argument• Contact time
CC College.Library https://www.flickr.com/photos/collegelibrary/8596552756
Challenges (2): workload & space • Large cohorts• Timetabling• Where’s my office??• “Blended learning means
more work”
By NASA - http://spaceflight.nasa.gov/gallery/images/station/crew-6/html/iss006e45283.html, Public Domain, https://commons.wikimedia.org/w/index.php?curid=9008767
Challenges (3): digital transformation
Source: https://goo.gl/YHZu1n
Challenges (3): digital transformationDigital literacy
• I know about some useful tools that can enhance my teaching & can use them with support
Digital competence
• I can decide when, why and how to enhance my teaching by using a range of tools largely autonomously
Challenges (3): digital transformation
Non-literacy
Digital literacy
Digital compet
enceDigital fluency
Images by Juan P. Armellini, used by permission
Challenges (3): digital transformation
Non-literacy
Digital literacy
Digital competence
Digital fluency
Images by Juan P. Armellini, used by permission
Operational Strategic
Challenges (4): communication
Provision of information vs Communication vs A deliberate attempt to consult, engage and find shared ground
By Jorge Franganillo - Flickr: Information overload, CC BY 2.0, https://commons.wikimedia.org/w/index.php?curid=19644586
Graduate talent at Google• Self-propelled learners• Comfortable with ambiguity• Connectors
Shuvo Saha in THE, 30/09/2016
Staff talent at universities
Self-propelled learners
•Within and beyond our discipline•About the teaching of our discipline and others•To cope with failure•To seek and offer feedback
Comfortable with ambiguity
•Particularly associated with pedagogic change•Forming and sharing opinions•Galvanising teams
Connectors
•Learning with and from those who are not like us•Digitally fluent network agents for positive change
Thank youProfessor Alejandro Armellini
University of [email protected]
@alejandroaBrighton, 4 November 2016
